Apraxia of speech assessments for nonverbal students. Ready-to-implement concussion-management strategies. Modeling voice changes for students. These are just some of the take-aways participants in “Schools Connect” look forward to immediately putting into practice.
Designed for speech-language pathologists who work in schools, health care and private practice, the annual ASHA Connect features hands-on, practical educational sessions that provide practical tools for attendees to use as soon as they get home. The 2018 conference, held last week in Baltimore,
The Leader asked some of the Schools Connect participants about their “take-aways”: information they learned that they can immediately put into practice. (See tomorrow’s post for comments from the private practice and health care attendees.)
Here’s what some of them had to say.
Clinical fellow Carlina Smith attended her first ASHA Connect conference last week, and couldn’t believe how much information she received—not just in sessions, but also by networking: “There are so many people willing to share ideas with me.”
Sondra Bistline from Fredonia, Arizona, is excited to implement concussion strategies for students. She talked about how the typical recovery time takes about four weeks, but getting those students on a 504 plan takes too long. Some of the things Bistline learned in the session—given by SLP Kathryn Hardin—will help her put together an interprofessional concussion team at her school to quickly assess and treat those students who need help. “In addition to learning how SLPs can help identify and organize intervention for students, we received a lot of resources on educating ourselves, parents, students and other school staff, including a form (Acute Concussion Evaluation) to set up a baseline for how the student functions now.”
Beverly Christian has been an SLP for more than 30 years and she couldn’t wait to attend the second session on childhood apraxia of speech (CAS). She said presenter Susan Caspari offered realistic—and free—assessments for nonverbal students in the first session and Christian was looking forward to more insihgts on treatment strategies from Caspari.
Although she’s worked in the profession for only a few years, Julie Sattinger also praised the CAS session. Sattinger appreciated the video examples showing the presenter using the assessments with students. “I saw how she did it and now feel like I know how I can use them, too.”
Ariel McLeggon, an SLP with United Cerebral Palsy, works with children through local Head Start programs near Orlando, Florida. She will use some of the “playful activities” she learned in a session on treating voice issues. “One approach I really liked,” said McLeggon, “involved modeling voice issues for the child and letting them act as the clinician. Can they describe my voice or speech and tell me what’s different?”
Dania Payne, McLeggon’s co-worker, took away numerous ideas from a session about practical ways to use books. “The ideas for using books to target consonant clusters and expand sound repertoires seemed especially helpful for kids who are plateauing in treatment,” Payne said.
Bummed you missed all of these useful sessions? You, too, can get in the know next summer at ASHA Connect Schools, Health Care, Private Practice 2019, from July 19 through 21 in Chicago.
Shelley D. Hutchins is content editor/producer for the ASHA Leader. firstname.lastname@example.org.